
Title 



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Book ...«„L'...5. ._.- 

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COMMITTEE, 



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OF THE 



FSEH! SClJOOIi SYSTEM: 

JAXrUAB7 2S^ 1835> 



A.M. SOHSR, PRI\i : ... ijvfi'ji^ i>. 

l3 



Extract from the Journal of the House of Representatives, 

Januury 15, 1835. 

Besohed^ That bo much of the GoverrioB?« message as refers to the 
" Free School System," and the " further support and endowment of 
Newark College," be referred to a committee of three members. 

Said resolution wasjadopted, and Messrs. Marim, Booth and Jacobs ^ 



t^ 






MR. MABIM, 

From the Committee to whom was referred so much of the 
Governor'^ s message, as refers to the Free School System, 
and the further support and endowment of JVewark Coir 
lege, made the following Report, January 22, 1835: 

The committee, to whom was referred so much of the Governor's mes- 
sage, as refers to the "Free School System," and to the "further 
support and endowment ef Newark College," beg leavf» to submit 
the following 

REPORT: 

Your committee readily concede the truth of his Excellency's remark, 
that " popular knowledge is the true and certain basis of our republican 
institutions. " The policy of our government renders it indispensably ne- 
cessary, that the advantages of education, should be as widely dissemi- 
nated as possible, and that its benign influence should pervade the whole 
community. This is, truly, a popular government. All its functionaries, 
eithc directly or indirectly, take their authority from the people. It be- 
comes, therefore, exceedingly important, that the people should be capa- 
ble of forming a correct judgnscnt upon the nterlts and qualifications of 
all their officers. An ignorant people, will either elect an ignorant oflicer, 
and bring upon themselves the disadvantages which unavoidably result 
from an unskilful discharge of duty, or they will be likely to submit to as 
great, if not a greater evil, in surrendering their power into the hands of 
designing men, and be led captive, at their will, until they are made to 
experience all the evils of aristocracy. Knowledge has been emphatically 
termed power. It is so. And where a few have all the education, there 
will be an aristocracy. Where learning is enjoyed, by all, there must be 
a representative republic. For an evidence of this truth we need only 
refer to Europe. It is well known, that it contains a greater number of 
finished scholars and profoundly learned men, in proportion to its popula- 
tion, than is to be found here; but it must, at the same time, be acknow- 
ledged that, in this country, learning is more generally diifused among 
the people. This difference harmonizes witli that which exists between 
the respective governments. And it will be found, on examination, that 
where the people are the most enlightened, they enjoy the most liberty; 
that they are servile, in proportion to their ignorance; and that the polity of 
each country is, in a great measure, controlled by the state of learning 
among the people. Wherever an absolute monarchy exists, there will , 
uniformly, be found, an ignorant and degraded population. In Russia, 
for example, the state of learning is most deplorable. No attention is paid 
to it, except among the M'ealthy. The peasantry are little more than 
downright barbarians and the poor serf, in point of intelligence and re- 
spectabdity, is below our most ignorant negroes. This unhappy condi- 
uon of thmgs, is in precise accjprdance with the genius of that govern- 



ment; for, were it meliorated in the smallest degree, it would operate 
against the existing polity; and the effect would be there, as every where 
else; — by how much the people become enlightened, by so much, republi- 
canism is favored. 

Fears have been entertained, by some, that our own republic would 
follow the example of all its predecessors, by degenerating into an aris- 
tocracy, and, finally, into an absolute monarchy. If we neglect the 
•diffusion of intelligence, through the medium of common schools; if we 
provide not for the great mass of the community, and leave learning to 
be solely enjoyed by the few, these evil forebodings may, in the end, be 
realized. The best security that can be given to the people, for the con- 
tinuance of their political, civil and religious riglits, and the permanency 
and durability of our present frame of government, is to provide for tlie 
instruction of all. It is impossible to enslave an enlightened people. In 
despotic governments, where tlie posts of honour are enjoyed by an aris- 
tocracy, trie ignorance of the people is security to their rulers; but in a 
free republic, where the honors and offices of the state are open to all, 
they should be early taught, to comprehend and correctly appreciate, 
the value of their political privileges, so as to produce an enthusiastic 
love of country, and a zealous attachment to its laws and constitution. 

The necessity, therefore, of some general system of education, yo«r 
committee conceive to be most manifest. 

The question next arises, as to whether the present system, in this 
state, is adequate to the purpose for which it is intended. And here, 
your committee are met, in the outset, by an objection, heretofore urged 
and indirectly repeated by the Governor, that the scliool fund was touch- 
ed too soon; that it needed ixirther augmentation previously to its appli- 
cation for the purposes of education; and that, "'if the people are to 
derive real and permanent benefit from the school laws, the fund should 
be increased." With the most respectful deference to the d])inions of 
those who maintain this position, your committee are not of opinion that 
the fund was appropriated too early; nor can they perceive that, to the 
advantageous progress of the school system, its further enlargement is at 
all indispensable. It would, perhaps, be better, for some of the districts, 
if its dividends were larger; but still, your committee are of opinion, that 
it is amply sufficient for all tlie purposes, anticipated from its establish- 
ment. It never was designed to have a system of schools entirely sup- 
ported by this fund. Its only object was to aid and encourage the peo- 
ple; and, if it were much smaller than it is, your committee would not 
recommend a repeal of the law on that account. The amount which each 
district annually receives, from the income of this fund, is nearly "double 
the sum which is apportioned, from a similar fund, to each district in the 
Stiite of New York. And that noble state, with a sch(,ol income of but 
little rising 300,000 dollars, points to her 500,000 children, annually, 
educated in her public schools, as among the noblest monuments of her 
gjory and wisdom. Shall the efforts cf Delaware rela'x, in the face of so 
powerful an examp'e.^ Your committei^ think not. It must be conceded, 
that, at the time our existing law was jessed, the state of learning amongst 
js, was rapidly on the wane. It had been suffered to decline, for yeais, 
md was still declining. The people took but little interest in the instruc- 
ion of their children; an<l the condition of this state, upon this all im- 
•)or taut subject, wasgro-.ving worse. Something was necessary, to check 



this retrograde inarch of intelligence, and to give a successful impulse to 
the cause of education; and, perhaps, if the subject had not boon taken 
under consideration, precisely wlien it was, that the design, of tlie origi- 
nal founders of the school fund, never would have been curried into exe- 
cution. Some, who had been friendly to a general system of instruction, 
had begun to despair of a realization of their wishes, and were well nigh 
disposed to advocate a div/sion of the fund to any other, than the laudibie 
purpose for which it was, 'originally, designed. 

Another ojection to the present system has been urged, which, on first 
view, seems quite plausible. The objection is, that the fund is sufficient, 
of itself, to educate all those chihiren, whose parents are unuble to scliool 
them, without any subsidiary aid from the people. This, your commit- 
tee are disposed to think, a correct supposition; but still, as an argument 
against the system, it cannot fliil to fall to the ground, when every cir- 
cumstance is viewed, wirich should be taken into consideration. If this 
fund were to be applied sole'y to the education of poor children, the 
question would arise, as to the most suitable way of applying it. There 
v\'ould be only one of two plans which could be adopted: either to esta- 
blish charity schools for the exclusive education of poor children; or else, 
permit such children to be taught in private schools, and make an allow- 
ance to the teachers for their instruction. The first of these plans, it is 
evident, would be uferly impracticable. It would not be possible to or- 
ganize charity schools throughout the state, so as to meet the wants of all 
the indigent children, because they are not confined to particular places, 
but are scattered in every direction. There is no district of country in 
the state, within the compass of four miles square, (and it would be use- 
less to have the districts largei*!) which could hirnish a sufticient number, 
of such children, for even a tolerable school. Tlie plan might, perhaps, 
be rendered operative in some of the towns and villages, but this would 
be of but partial advantage. The other plan, therefore, would have to 
be acted on, namely: to permit such children to be taught in private 
schools, and make an allowance to the teachers for their instruction. This 
has been tried already, and its effect has been witnessed. Hundreds of 
dollars have been drawn from the school fund, for this purpose, and but 
little good has resulted from such appropriations. ISot one poor child 
in ten ever received any benefit wlsatever; because, in many instances, 
there were no schools in the vicinity of children thus circumstanced, and 
because, moreover, there were many parents, who, although too poor to 
school their children, were too proud to send them to a school of this 
mongrel description. Besides, there were other persons too indifferent, 
in relation to the subject of education, to avail themselves of the benefit. 
of a charitable system. These reasons liave prevented many a parent 
from profiting by the privilege vouchsafed to him. 

Another, and, indeed, the priiicipal oi-jection to the present system, 
or, more particularly, to that part of it wliich provides for taxation, is, 
that it is most unjust, to compel those who have no childrtn of their owa 
and those who have children, but are able to school them, to contribute to 
the education of those of their neighbors. Although this objection is 
urged by many honest men, whose opinions are entitled to respect, yet, 
it IS too mercenary, to merit much consideration. Such persons do not 
give to the subject that reflection which its importance demands. They 
take a totally differ-^' ■' -'■ '"-:'- '' - ' The subject shoulcl 



>v. 



be considered as not to benefit a few, but all — as not to partially operate, 
for the exclusive instruction of the poor man's child, but for the child ot 
every man in tlie state. It should be considered as a general state con- 
cern} as a means, by which the condition of tiie whole community will 
be meliorafed, anrl the prosperity of the state advanced. The framers of 
the act, establishing the school fund, were not infiuenced by an exclusive 
de»<ire to educate poor children. They, doubtless, had in view other 
children, in the state, whose parents are able, if <hey were t('illi7ig^ to 
school tliem. They took into consideration tlie state of society in gene- 
ral; the good of the community at large, and were actuated by a desire 
to impart energy to our character, strcngtli to our political system, and 
to improve the moral and intellectual conditicrti of the great body of the 
people, whose collective will controls and regulates the energies of the 
country. This object cannot be aclueved, in any other way, tiian by 
having a public school system, supported partly by the school fund, and 
partly by the subsidiary aid of the people. • 

Your committee are of opinion, that the provision in the existing law, 
•which requires the levying and collecting a tax, in those districts where 
the people so decide, has, in many instances, produced a most salutary 
operation, in coercing parents, who would be otherwise careless, on the 
subject of schooling their children, to discharge a bounden duty, which 
they not only owe to themselves and their offspring, but to the com- 
munity in which tiiey live. There are many parents, in this State, well 
able to school their children who have neo;lected to do it. These are 
principally, uneducated persons, who, as they cannot appreciate the ad- 
vantages of education theiaselves, are indifferent on the subject, in rela- 
tion to their (Offspring. 'l*iere"is, also, imong tfie adult poor— among 
those, really unable to school their children — in many instances, a total 
Avant of education. The indifference of such persons would, no doubt, 
prevent them from availing themselves of an entire charitable system. 
And hence, your committee are of opinion, that a system, supported exclu- 
sively by the school fund, would not have the effect to educate the great 
mass of the p^^ople. Upon cases, of the description to which your com- 
mittee have alluded, the taxing principle has exerted a powerful influ- 
ence. Such parents, on being compelled to pay their proportion of the 
expenses of maintaining a school, are influenced by a desire to reap some 
portion of its advaiitao;es; and hence, their action, on a mere selfish prin- 
ciple, is rendered a public benefit. 

It is contended by some, that the principle of taxation is, in its opera- 
tion, oppressive upon poor young men who have no children, in as much, 
as the sum dfawn from such persons, in some of the districts, for the sup- 
port of schools, greatly exceeds the amount of their proportion of the tax, 
for the whole expenses of the counM'. That this is the effect of the sys- 
tem, in some places, your committee believe; but, that it constitutes a 
sufiicient reason for altering the basts of taxation, they are not prepared 
to admit. The objection urged^can ohly be removed, by changing the 
present mode of taxing land at \is rental value, to its gross value But 
this alteration, while it reduced the taj^on poll and pcisonal rates, would, 
at the same time, necessarily add an additional burthen to the land, which 
is already heavily pressed with the public assessments, tf real and per- 
sonal property could all be estiniate<l and the expenses of coUnty and state 
+ -,-^-.,<i ,.1. tlirovi'n en''i"" '•"" !'"*li. ■' '^ -i. .v.jr. .>.,.,!,! i,a inctand equitable; 



but, under existing circumstiinccs, your committeev<hin!lf it would liavc 
an unequal and oppressive operation. In , Hict the present arranor-nu-nt 
may be considered, a compromise between t\w owners of real and per- 
sonal estates. It was aiiopttd. after mature deliberation; and your 
committee conceive It to ha nearer perfection ja principle, tliairany.- 
other method, which cofld be devised by ihe Le'^islature T\i 
proper plan of testing the merits of any laW, is by considerinc-.'its fu- 
neral effect upon ijocietyj and not its particular operation upon any 
certain class ot individuals. It would be a fiuitless effort, on the i.art of 
this, or any other legislature, to attempt the construction of a i;>'v, iKe 
general operation of which, would not, income few instancej^, be liable to 
objection. The province ot the Legislature, in the enactment of every 
law, should be, to consult the general good and r.ot, simply, individual in- 
safety be reared '' '' ^'"^''^' ^''' superstructure m^y with 

Yo'ur committee do not wish it to be understood, tha* they are the ad- 
yocates of an unconditional system of taxation, contrary to the wishes of 
the people. They conceive, that the incorporation of such a feature irito 
the present system, at tms particular crisis, would create much dissatis- 
faction and thereby, perhaps, lead to its eventual prostration. For althouoli 
the subject has, m some parts of the State, excited very considerable 
partiality, yet, it must be conceded, that there are other districts, in which 
It IS exceedingly unpopular, or at all events, where the sentiment^ of the 
to the principle of taxation. Yet, it is nevertheless 
ot the districts in which the t;ixin?- feature is reproba- 
kept in successtui openition. bv the aid of voluntary 
oanexion witWthe divideiid, a.lfeing from thrschool fund, 
tribute Iiberally^whp are at the same time opposed to 
ose. Much good IS effected, by this method, and al- 
•equently, throws the burthen of support, unequally on 
tte, yet, it may well be doubted, whether it would be a 

SnhfrLFnh'i'hv ' ^''V'^ -t^' Legislature, to attempt an equalization 
ot this bui then by means ot uniform taxation. Such an attempt, as before 
remarked, might cause the total downfall of the whole sys em! \W 
committee are, therefore < opinion, that if the principal of taxation con- 
tinue form any part of the machinery, for the advancement of ^enerai 
education that hat principle should be retained in its least obiect^onabh' 

Your committee agree in opinion with his Exceilency, that the present 
system IS yet in is mfanc^;--but tliey cannot, with all due deferen?e, sut 
scribe to his opinion, that it is "too limited, to communicate any decided 
influence to the community." That, from its peculiar arran-^ementrit is 

bu that'if if^fn . "' '""' not supposed at the time of its formation; 
but, that it will, m the course of time, expand itself to the wants and 
wishes of society, and, in the end, be productive of geiieral ut^^fty, may 

have S^the' '?w!f * 7^'-' ^^^^^'l"? ^=^^^ P^'^^^^ ^ skclZ^ 
have lett the ''/Aews and siiiews and fhe motive power'Uto a^dox^t th^ 
language ot the Governor) to be supplied by the%eople 3yo r 

nart K.lfi. T °'' ^«T""^*y ^"^ ^P^'"^^^' simultaneously, in every 
part of the State, by any other means than unconditional taxation. As 



this means car.'-)t prudently be adopted, your comuiittee ' hat the 

most judicious policy svill be, to fore,£;o the advantages, uld re- 

sult from a general movement in tifis behalf, until the lai liicr action of 
the people is awaited. There are 193 district^ fn thi$ state. Ijv tlie 
last report of the auditor of accounts, it seems, that sc'iools in li27 of 
these, have gone Into operation. The subject is constartlv arrM'inng ad- 
ditional interest and its progress, under the pr* cannot 
fail to be onwatd. It v/ill, d;="'r!e>^-, meet v> ,, lor a 
considerable time to come; but it maybe hoped, that this uppos-idon will 
finally be vancjuishod and that tliepresent plan, if surtered to remain, will 
answer all the purposes anticipated by its projectors — -that it will ac- 
quire new impetus, from the intelligence which it disseminates, and in 
the end, be brought into complete and Miccch^ful operation, in every dis- 
trict in the State. 

On the subject of the "further support and endowmen k Col- 

lege" your committee are not, as yet, prepared, to '^' njinite 

views. They, therefore, pray the indulgence of fii; ilcli to 

make a report. 

They,<in csnclusiojij ^commend the adoption of the following resolu- 
tion: ■>» • , •«"»■^^• ,;*.^ ^ ^^ 

Resolved, That this house 3eem it inexpedi6!it, at this tiiipe, to make 
ii\y legislative alteration of the free School System, in this State. 

All which is most reispeotively submitted. 



LIBRARY OF CONGRESS 



021 527 235 7 




